Welcome to Aurora International Primary School, a Reggio Emilia-inspired learning community where we believe that children are the curators of their own learning. At Aurora, we are committed to providing a learning environment that promotes inquiry-based learning, where children are encouraged to explore, question, and investigate the world around them. We believe in building strong relationships with our children, families, and the wider community, to create a supportive and collaborative learning environment that fosters a love of learning.
Taryn Gould, Primary Coordinator
“Cat”, Clay and wire, Yusei
“Ensuring that every chid feels a sense of security and belonging within the school enables each child to accept and participate actively in transforming situations that are part of learning experiences.”
Loris Malaguzzi
Investigative Research
WHY CAN’T I DO WHAT I WANT?
The beginnings of our new module “Why can’t I just do what I want?” poses many interesting questions such as why are there rules and laws in places, what are our needs and wants, what are our rights and responsibilities, and do all humans have the same rights and access to resources. We began with a question, “What do you want?” Instantly the class became abuzz with responses, “Nintendo, Popeyes, guinea pigs, private plane, pets, 3000 cats, Robux, iPhone, moneyyy” but to list a few.
From there I asked you what the difference is between a want and a need, there fell a short silence, before words
“Things we need”, Docca “Things we need”, Max
like “food, air, water, bed, house” rang through our circle. Good examples, but could you define the word need… “Things you need to survive.” Max concluded. Next, we looked at a list of words, and sorted them between wants and needs. You then made lists of your own and we noted that the list of wants grew far longer than the list of things. “I have so many things I want” or “I don’t want that many things” were the conversations happening amongst you all as you wrote.
We then took our lists to the mat and began discussing what we had written, through reading one another’s lists, we discovered that we all had many of the same needs, but our wants were quite different. Next, you each chose from the two lists, one need and two wants, to illustrate for our class panels. We then began our discussion of rules, particularly what rules you have at home.
“Things we need”, Markus
“Don’t scream in the house” is a rule in Victoria’s house. “Do chores and sleep early” Ken shared.
“No balls in the house” said Max.
“I can’t play video games for more than 1 hour” said Markus.
“Wake up early and go to school on time” said Docca.
“I can’t
stay awake too long on the weekdays except Friday” Mina said.
“Do
not jump on the bed” Yusei added.
We then discussed some traffic laws and other laws that the children could recall. They also took note of why these laws are good to have as they keep us safe and protect animals and the environment.We then discussed some traffic laws and other laws that the children could recall. They also took note of why these laws are good to have as they keep us safe and protect animals and the environment.
“Traffic
Laws”, Mina
“Traffic Laws”, Ken
“Traffic Laws”, Yusei
“Traffic Laws”, Docca
Building on these conversations, we began to discuss unusual laws. You identified that not all countries have the same laws, some countries have very strict laws, and some have rather unusual laws. We set off to the ICT room to research, you gathered information on countries you selected and later we shared what you had found. Did you know that it is illegal to put ice cream in someone’s mailbox in Singapore? Or to be fat in Japan? Or to fly the English flag in Argentina? These are just some of the laws you discovered through your research.
“Things we need”, Victoria “Things we need”, Victoria
“Things we need”, Yusei
Next, I asked you to imagine that you were the president of your own country. What laws would you make if you were in charge? You created a list of ten laws and later we gathered to share our lists. Some of you had a few similarities while others had lists that were quite unique. Circling back to our previous discussions, we remembered some of the reasons why laws are made. You then referred back to your own lists with this thought in mind to reflect on your list of laws. Many of you noted that you had included laws that would be beneficial for everyone in the country such as “Don’t kill animals, keep new fruit, no rude people” while others remarked that their laws reflected more of their own personal preferences “No Chinese food, no chocolate, only go to school on Monday and Friday.”
“Things we need”, Mina
“Things we need”, Docca
We then set up two “Governments”, you took your list to your group and discussed your points and came up with new laws that would better suit looking after a community of people with diverse interests. Discussing preference over basic human rights and needs, as we looked at the points from their own lists.
What are human rights? What are animal rights?
Are there some similarities between the two? You created a list of these rights, which demonstrated your understanding of this concept, and noted that both animals and humans need food, water, shelter, love and freedom.
After identifying some of the basic human and animal rights, I asked you
“What is responsibility? What do you think being responsible means?”
“Cleaning” – Ken
“Your job” – Victoria
“Be safe” – Mina
“Being careful” – Max
“Don’t
break toys” – Yusei
“Don’t
lose toys” – Mina
“Don’t lose pieces” – Max
(if you take something outside)
“Not to fall and hurt yourself” – Markus
“What are you responsible for at home?”
“Doing my homework” – Ken
“Help clean the house” – Markus
“Not breaking anything” – Max
“Take out the trash” – Mina
“Make bed” – Docca
“Cleaning” – Yusei
“Tidy away my toys” – Victoria
I then posed some scenarios to you, and we spoke about different choices you can make. In many instances, we can choose whether we make an irresponsible choice or a responsible choice. After some discussion, you each picked a scenario and created the choices for each. Through this module, you deepened your understanding of your own responsibilities, the responsibilities of your parents and teachers, and the responsibilities of country leaders in protecting their communities.
“Things we need”, Max
“Things we need”, Ken
Investigative Research
WHY DO WE MOVE?
At Aurora, our use of an emergent curriculum, investigative research and inquiry-based learning are central to the educational experience we create within our classroom. Children are encouraged to explore their interests and curiosities through handson investigations and projects that are guided by their teachers. This approach fosters the development of competencies such as critical thinking, problemsolving, and collaboration. Through their investigations, children also gain conceptual knowledge in a variety of subject areas, as they learn to ask questions, gather information, and make connections between different ideas. Character development is also a key focus of the Aurora curriculum, as children are encouraged to develop qualities such as empathy, curiosity, and perseverance. By engaging in investigative research and inquiry-based learning, children in Aurora are able to develop a deep understanding of the world around them, while also developing the skills and character traits needed to succeed in life.
The build-up to this module did not happen quickly. I began by posing a question, “What would you choose to learn?” and provided you with a choice between two modules. You began discussing and later each of you had very strong opinions on your choice of module. But we did not stop there, had you simply chosen one you liked at first glance, or had you thought a little deeper?
I created a framework, which we discussed together to guide you in planning a presentation around your choice. Among the list of criteria was that you had to list what you already knew and what questions you had about this particular topic. We reviewed your presentations together, as you assessed whether the images you had selected added value to your overall presentation and whether they were fitting to the information. From there you presented your arguments to your friends, sharing your reasons why you had selected your module. After these were complete, we noticed that four friends shared the same opinion, while only two had chosen a different module. And that is how the “Why do we move?” module came to be in our class.
Through further inquiry, we began discussing and identifying the reasons why people move. Many of you identified that people move because they enjoy traveling and for work, but could there be other reasons? We explored several other factors such as war, conflict, safety, financial security, access to education and medical services, and overall quality of life. We looked at these factors and began to categorise them into push and pull factors. What would make people want to leave, and what would draw them to a new place? More money, nicer homes, and a clean environment were some of the pull factors you identified, while war, crime, and poor health care you identified as push factors.
“Why do we move?”, Collaborative artwork
“Why do people move?” - Ms. Taryn
“People migrate because of war” - Max
“Because of work” - Victoria
“Earthquakes” - Yusei
“To escape from danger” - Ken “Natural disaster and a lot of people die” - Mina
“Better doctors” - Markus
“Good school” - Docca
Later, you paired up to research a particular period in history that had a significant impact on human migration. We talked about some moments before you set off on your own research. You selected information while considering the audience to whom you would present your findings. As you are developing your research skills, it is important to receive feedback and evaluate your presentations as you work. Working in pairs means you had not only guidance from your teachers, but one another too. Sharing ideas, giving suggestions, advocating for your ideas, and coming to a shared agreement are all ways that you are developing your competencies as learners.
A World Rich in Language LANGUAGE
ARTS: ENGLISH
At Aurora, we believe that literacy learning for children should be a holistic and child-centered process. By creating a learning environment that is rich in language and literacy opportunities, children can explore and express their ideas and feelings through a variety of mediums. One of the key principles of a Reggio Emilia inspired school is the importance of documentation. We believe that by documenting the children’s learning experiences, we can gain a deeper understanding of their interests and needs and use this information to guide our planning process. The children are encouraged to take an active role in documenting their own learning, through discussions, reflections, drawing, and creating multimedia presentations. We also believe in the importance of collaboration and community in literacy learning. We promote this by providing the children opportunities to work together on projects, and to share their ideas and perspectives with one another. We believe that this collaborative approach helps to foster a love of learning and a sense of belonging within the classroom community.
Through the environments we create within our classroom and shared spaces, we encourage children to explore and express their creativity through various forms of writing, including writing their own books. We believe that writing their own books not only helps children develop their literacy skills but also fosters their imagination and selfexpression. When children write their own books, they are given the freedom to choose their own topics and explore their interests. This process encourages them to think critically and creatively, as they develop their own storylines and characters.
Storyboard, Collaborative artwork
At Aurora, we also believe that children should have the opportunity to share their work with others. We encourage them to read their books aloud to their friends and teachers, and we empower them as authors by displaying their books in the classroom and school library. This not only helps to build their confidence but also encourages them to continue to explore their creativity and develop their literacy skills.
This year, we have introduced class debates. Through these debates, the children engage in developing their critical thinking, and communication competencies, and they are encouraged to consider different perspectives on a topic, which is an important part of their character development. In a class debate, the children are divided into teams and assigned a topic to argue for or against. Each team was given time to prepare their arguments, and then they presented their case to the class. During these debates, the children were encouraged to listen actively to their classmates’ arguments and respond with evidence and reasoning.
Class debates also provide an opportunity for children to develop their communication skills. They learn to articulate their ideas clearly and persuasively, using evidence to support their arguments. They also learn to listen actively to their classmates’ arguments and respond respectfully, even when they disagree. They encourage children to consider different perspectives on a topic and to think deeply about complex issues. By participating in class debates, children develop important skills that will serve them well in their academic and professional lives.
Overall, our goal is to create a literacy-rich environment that supports the growth and development of each child and prepares them for a lifetime of learning and exploration. With our transdisciplinary teaching style, we understand that children are always immersed in Literacy, and we support them in developing their literacy competencies in every aspect they are engaged in.
Comic strip by Mina
Comic strip by Docca
Comic strip by Ken
Comic strip by Max
Comic strip by Markus
Comic strip by Yusei
Comic strip by Victoria
Story by Aaradhya
LANGUAGE ARTS: VIETNAMESE
Với phương pháp Reggio Emilia - lấy trẻ làm trung tâm, dạy và học qua các
dự án cũng như các trải nghiệm thực tế - được lồng ghép vào quá trình
giảng dạy tiếng Việt tại Aurora; trẻ được tập trung phát triển cả bốn kỹ
năng nghe, nói, đọc và viết thông qua các buổi học theo chủ đề với môi
trường giao tiếp và tương tác thân thiện.
As we employ Reggio Emilia approach which emphasizes a child-centered, project-based learning style that encourages children to explore and learn through hands-on activities to teaching Vietnamese at Aurora school, children are focused on developing all four language skills of listening, speaking, reading, and writing through themed lessons in a friendly communicative and interactive environment.
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Trong suốt năm học, các em sử dụng tiếng Việt trong nhiều ngữ cảnh nói
khác nhau, bao gồm các cuộc trò chuyện, thảo luận, đố vui và thuyết trình. Các em học cách sử dụng từ vựng và ngữ pháp thích hợp để giao tiếp một cách hiệu quả với Cô và các bạn.
Throughout the year, children practiced speaking Vietnamese in a variety of contexts, including conversations, discussions, quizzes, and presentations. They familiarized themselves with using appropriate vocabulary and grammar, as well as communicating effectively with others.
Trẻ được làm quen với văn phong Tiếng Việt thông qua việc lắng nghe các
câu chuyện, bài thơ và hội thoại trong các bài văn. Từ đó, các em được hướng dẫn xác định các từ và cụm từ chính trong ngữ cảnh để hiểu ý nghĩa của nội dung đang được nói.
Children are encouraged to listen actively and attentively to spoken Vietnamese, including stories, poems, and conversations. They gained experience to identify key words and phrases and to understand the meaning of what is being said.
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Trẻ được giới thiệu và đọc nhiều loại văn bản khác nhau, bao gồm câu, đoạn văn ngắn, truyện ngắn, truyện tranh và thơ. Trẻ tự đọc hoặc đọc theo một cách lưu loát và biểu cảm, và quan trọng nhất là trẻ hiểu được nội dung sau khi đọc.
Song song với phát triển kỹ năng nghe, nói và đọc, trẻ được hướng dẫn cách viết các chữ và tạo từ bằng những chất liệu và kỹ thuật khác nhau. Các em được luyện tập tạo và viết những câu đơn giản và những đoạn văn ngắn đúng ngữ pháp và chính tả.
Children are introduced to a range of Vietnamese texts for reading, including stories, poems, and informational texts. They collaborated to read aloud or read by oneself with fluency and expression, and the most important goal was to comprehend what they were reading.
In writing, children shaped Vietnamese characters and words, using a variety of materials and techniques. They also composed simple sentences and short paragraphs, using correct grammar and spelling
Phương pháp Reggio Emilia tin rằng môi trường và cộng đồng đóng một vai
trò quan trọng trong việc giáo dục trẻ em. Sinh sống tại Việt Nam, trẻ em
Aurora được khuyến khích khám phá và tìm hiểu về văn hóa và cộng đồng
Việt Nam trong một môi trường phong phú, trong đó lợi ích của trẻ em là
ưu tiên hàng đầu.
The Reggio Emilia approach believes that environment and community play a crucial role in educating children. As we are living in Vietnam, Aurora children are encouraged to discover and gain an understanding of the Vietnamese culture in a supportive and rich learning environment, where the priority is children’s interests.
Trong suốt năm học, các em được thỏa thích khám phá nhiều khía cạnh văn
hóa Việt Nam bao gồm địa lý, trang phục, ẩm thực, lễ hội, trò chơi truyền thống và lối sống từ nông thôn đến thành thị. Các em không chỉ được trải nghiệm những điều này một cách riêng lẻ mà dưới hình thức dự án, giúp các em khám phá và hình thành sự liên kết giữa các nét văn hóa đặc trưng
của Việt Nam. Quá trình khám phá sẽ được mở rộng dựa trên sự tò mò, hứng thú của trẻ; thông qua nhiều hoạt động thực tế giúp trẻ nhận thức sâu sắc hơn nền văn hoá Việt Nam. Ngoài ra, Aurora được thiết kế để trở
thành một môi trường kích thích trẻ em học hỏi và phát triển bằng cách tổ
chức các sự kiện văn hoá đặc biệt xuyên suốt năm. Đây là cơ hội tuyệt vời
để các em nhỏ Aurora nhận thức được sự sống động và phong phú của văn
hóa Việt Nam.
During the school year, children have enjoyed exploring many cultural aspects of Vietnam including geography, costumes, cuisines, festivals, traditional games, and lifestyle from the countryside to city. Children not only experienced these separately but in the form of projects, where they were encouraged to investigate and form the connection of all cultural features of Vietnam. The process of exploring is extended, based on children’s curiosity and excitement; it led to many hands-on explorations that helped them acknowledge deeply what they were introduced to.
In addition, the school itself is designed to be a welcoming and stimulating environment for children to learn and grow by celebrating special local events during the year. It is a wonderful opportunity for Aurora children to be aware of the vibrancy and richness of Vietnamese culture.
Our focus for this year was conversation and culture.
The previous year we had learned that Japanese has hiragana, katakana, romaji, and kanji, so everyone is able to write their own names in katakana and kanji.
For the NATSUMATSURI, summer festival in Japanese, each friend made a Cho-Chin (lantern) with their name written inside.
Greetings are very important in Japan, and everyone is now able to greet teachers and friends when they meet, at the beginning and end of classes, and throughout the day.
There are four seasons in Japan, and there are events at each turning point when the seasons change. We expressed these seasons in origami. During SHICHIGOSAN in November, the girls designed their own kimono patterns. It was also Book Week during this time and the boys wanted to design SHIORI (bookmarks). We also learned how to make macha and realized that matcha is a bit bitter.
To celebrate the end of 2022 in the lunar year, I read a book about the 12 animals of the Japanese zodiac, and made New Year’s cards by origami, creating the Japanese zodiac “rabbit” and Vietnamese zodiac “cat” to welcome 2023.
In January, we made MOCHITSUKI (pounded rice cakes) as a Japanese New Year’s tradition and shouted “Yoisho!”. In February, SETSUBUN, we learned how to drive out the demons in the house to welcome spring, we rolled beans and made EHOUMAKI to invite good fortune. The facial expressions of the demons each child made was very interesting. March is the HINAMATSURI (Doll’s Festival), and to celebrate the growth of girls, we decorate the house with Hina dolls and Emperor dolls, which are expressed in origami. April is the SAKURA (cherry blossom) season. we made sakura with origami, but various shapes of sakura were completed depending on how they were cut. In Japan, under the Sakura trees, people bring their bento boxes with their families and friends. Our children made ONIGIRI (rice balls) using leftover rice from lunch.
The Language of Mathematics
At Aurora, mathematics is viewed as an essential tool for children to explore and understand the world around them. The approach to teaching mathematics is child-centred, meaning that the children’s interests and experiences are used as a starting point for learning. We believe that children learn best through hands-on experiences that allow them to explore and discover mathematical concepts in a meaningful way. Mathematics is integrated into the curriculum through the use of manipulatives and other hands-on materials. Children have access to a wide range of materials, such as blocks, tiles, and counters, that they can use to explore mathematical concepts. These materials allow children to see and touch the concepts they are learning about, which helps to make their learning more concrete and meaningful. A strong emphasis is placed on problem-solving and critical thinking skills in mathematics. Children are encouraged to ask questions, make connections, and explore multiple solutions to problems. As teachers, we facilitate this process by asking open-ended questions and providing opportunities for children to share their thinking with others.
When learning about fractions, children were offered manipulatives such as fraction tiles or fraction circles to explore concepts such as equivalent fractions, adding and subtracting fractions, and comparing fractions. Similarly, when learning about angles, children made use of protractors and compasses to measure and draw angles. They also explored the concept of angles through real-life examples, such as the angles formed by the corners of a building or finding angles around the school.
Basic arithmetic operations such as multiplication, division, addition, and subtraction are also explored through inquiry-based learning and hands-on experiences. Children use manipulatives such as counters, blocks, beads, or Numicon tiles to explore these concepts. For example, they may use counters to understand the concept of multiplication as repeated addition, or they may use blocks to understand the concept of division as sharing equally and with remainders.
Pie charts are another tool we have used to explore fractions and percentages. Children create their own pie charts using data they have collected, such as the number of friends in their class who prefer different flavours of ice cream, or which country they like best. This allows them to understand the concept of fractions and percentages in a visual and meaningful way.
Overall, mathematics is viewed as an integral part of the curriculum at Aurora, and as teachers we are intentional about creating a learning environment that is engaging, meaningful, and fun. By using a childcentred approach and emphasizing hands-on experiences, the children at Aurora develop a deep understanding of mathematical concepts that will serve them well throughout their lives.
“Ice cream flavours” pie chart, Docca
Palm tree island, Victoria
The Language of Art
Art is but one of many different ways in which we make sense of the world around us, but it is an especially powerful one through tactile emphasis on the visual. By working with your hands, you are making sense of an inner and outer world while slowing developing a relationship with materials and processes. In a sense, you become a scientist discovering how different things work, focusing on small details in a way that is unique to you alone. I have watched and facilitated your explorations, and every step has been one of curiousity, surprise and joy.
Cat, Victoria
Guinea pig, Ken
Sleeping cat, Mina
For Middle Primary Two, your interest clearly lay in clay, which you rolled, joined and shaped into the most incredible creations. We looked at how a wire or wooden armature could be used for clay, and I encouraged you to express the emotions and movement of your animals in how you worked the terracotta surface of this fantastic material. From cats and dogs, food and fantastical animals, you revealed a rich world of imagination.
Nessi, Yusei
Guinea pig eating, Markus
We also experimented with painting for a few weeks, using different types of brushes and brushstrokes and building our own colour palettes. The use of colour extended into acrylic paint for our fabric dyeing explorations, and you learnt to water down acrylic with glycerine to make fabric paint. This led us into an adventure with relief printing, and I especially loved the look of surprise on your faces when you saw your prints on paper.
Poster paint on paper, Victoria
Pray mantis, Yusei
Parrot, Ken
Poster paint on paper, Docca
Linocut, poster paint on paper, Aaradhya
Linocut, poster paint on paper, Aaradhya
“A school needs to be a place for all children, not based on the idea that they are all the same, but that they are all different.”
Loris Malaguzzi
The Language of Well-Being
At Aurora, physical education is viewed as an essential component of a well-rounded education. The school recognises that physical activity not only promotes physical fitness and overall well-being, but also plays a critical role in developing relationships, communication, and other key life skills.
The physical education program at Aurora is designed to be inclusive and engaging, with a focus on promoting a love of movement and a lifelong commitment to physical activity. In addition to developing physical fitness, our curriculum is designed to help children develop important life skills such as communication, teamwork, and problem-solving. Through activities such as team sports, cooperative games, and outdoor adventures, children learn to work together, communicate effectively, and support one another. These skills are essential not only for success in physical education, but also for success in other areas of life. The physical education program at Aurora also recognizes the importance of promoting overall well-being.
Children are encouraged to explore a variety of physical activities and to find those that they enjoy and that make them feel good. This approach helps to promote a positive relationship with physical activity and to foster a lifelong commitment to health and wellness. Overall, the physical education program at Aurora is an integral part of the school’s Reggio Emilia inspired approach. By promoting physical fitness, developing key life skills, and fostering overall wellbeing, the program helps to support the holistic development of each child.
“The environment should act as an aquarium which reflects the ideas, ethics, attitudes and culture of the people who live in it. This is what we are working towards.”
